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Redbird Buzz Episode 55: Assistant Professor of Video Ruth Burke, March 17, 2025
No full textRuth Burke, an assistant professor of video in the Wonsook Kim College of Fine Arts at Illinois State University, is an interdisciplinary artist who collaborates with animals in her creative practice. In this episode of Redbird Buzz, Burke discusses her project “Re-Integration of Mixed-Power Systems in Agroecological Intensification,” in which she is utilizing her team of oxen, Clark and Sparky, to establish two pollinator plots and two pollinator-friendly earthworks in McLean County. Burke’s project is funded by a nearly $50,000, two-year grant from North Central Region SARE (Sustainable Agriculture Research and Education). Burke is featured in the spring 2025 Redbird Scholar magazine
Illinois State University, One Hundred and Sixty-Sixth Annual Commencement, May 2025
Get PDFIllinois State University
One Hundred and Sixty-Sixth Annual Commencement
May 2025https://ir.library.illinoisstate.edu/commencement/1216/thumbnail.jp
Assessment of Graduate Admission Requirements Aimed at Predicting Student Outcomes
Get PDFThe purpose of this study is to measure the appropriateness of the existing admissions requirements as related to the likelihood of graduation. We employ a five-year sample of students admitted into the graduate program and selected a cutoff date to allow sufficient time for most of each cohort to complete their studies. Following the general structure of Pratt (2015) this study assesses the appropriateness of criteria employed to evaluate graduate program applicants. The findings of our study demonstrate that undergraduate performance, GPA, and work experience can provide sufficient information for qualifying candidates into a graduate business program. Furthermore, our findings reveal that if undergraduate GPA does not convey sufficient information to qualify a candidate, a GMAT score may be a useful contingency qualifier, but not necessary if undergraduate GPA provides sufficient information
Signs & Symbols, Fall 2025
No full textNewsletter of the Illinois State University Department of Sociology and Anthropology. An email newsletter version of this document is available at https://web.archive.org/web/20260223203547/https://news.illinoisstate.edu/newsletters/signs-symbols-fall-25/.https://ir.library.illinoisstate.edu/sas/1021/thumbnail.jp
Milner Library Annual Report, 2025
No full text2025 annual report for Milner Library, Illinois State University.https://ir.library.illinoisstate.edu/mlp/1053/thumbnail.jp
Mental Integrity, Neurotechnology, and Extended Mind Thesis
Get PDFWe ordinarily think of the mind as private, “inside,” and accessible only to the person whose mind it is, and that the integrity of the mind is threatened by “outside” intervention. The prospect that neurotechnologies could be developed that are able to “read” our brains and directly manipulate our thoughts and feelings is, therefore, alarming to many. Implicit behind this sense of alarm is the view that, unlike other types of manipulation and persuasion that depend for their success on rational autonomy, direct interventions into the brain uniquely undermine this autonomy. According to the Extended Mind Thesis (EMT), there is no necessary reason why mental states and processes must be realized by internal neural states. External artifacts can constitute part of a coupled cognitive system if these artifacts play the same functional role as internal states and processes. Interventions into these artifacts could, therefore, be considered direct interventions into the mind. If we alarmed by the threat to mental integrity posed by neurotechnology, then it is likely that we will be aghast at the idea that the mind can extend beyond the brain. For intuitively, extending the mind beyond the brain makes the mind more vulnerable to invasion. This paper argues that this fear may be misplaced. Specifically, the paper argues: (i) the most relevant processes to mental integrity are conscious, personal-level processes, (ii) the types of processes that can be extended according to the most influential account of EMT are unconscious, non-occurrent, and subpersonal processes, therefore (iii) the threat posed to mental integrity by neurotechnology if EMT is adopted may be quite modest
Blind and Low-Vision Students as Surveyors of In/Accessibility in Technology-Mediated Formal Education
Get PDFK-12 institutions are slowly realizing (a) that many of the instructional technologies they use are inaccessible and (b) that technical debt oppresses blind and low-vision (BLV) students. Herein, I report the findings from a qualitative exploration of how BLV students differentiate between accessible and inaccessible technology-mediated education. The findings suggest that in/accessible technology-mediated education is an assemblage of learning, access labor, teachers, technologies, temporalities, and affectivities. I argue that to construct technology-mediated education that is equitable and accessible to BLV students K-12 institutions must do more than pay off their technical debt. I conclude with recommendations for how K-12 institutions could extend their accessibility work beyond technical debt repayment
